The mixed teaching
methodology, with different communication channels, aims to make content transmission accessible to the greatest number
of participants.
It consists of:
Frontal teaching is necessary for
transmitting educational information but sees the student in a passive role. To capture attention, didactic
tools are used, such as custom- built
PowerPoint files rich in images that stick in the memory. The tone of the teacher's
voice also plays a role at this stage (flat speech should
be avoided where possible).
As attention tends to wane gradually
after 20 minutes,
it is desirable for the lecturer to give
a summary of what has been said up to that point every 30 minutes or so, involving
the students and using the blackboard to fix the salient contents
graphically.
With each subsequent lesson,
the first 10 minutes are set aside to review
the contents of the
previous lesson.
It is useful to contextualise what is being discussed verbally
with practical demonstrations wherever possible. For example, if we are talking about health documentation, have them see and touch the composition of a medical
record (obviously blank for privacy
reasons). For topics such as sterilisation, show them, for example, the double-lined
envelopes, some surgical instruments, and have them practically packaged in the correct way, etc.
The teacher must wisely choose the
pair of student 'players', starting, for example, with the most fluent, without
language barriers, so that the more fragile
or more difficult students have time
to become familiar with the mode.
Group work
Group work is done in the logic of future 'teamwork' because working as a group,
and not as a single part, is
fundamental in health
care.
Depending on the subject,
group work deals
with clinical cases or situations of specific competence pertaining to the role, which
they may face daily in their future
work.
The teacher carefully handles
the composition of each group,
favouring heterogeneity and integration between
the different members
who must work together. For example, the group may consist of a 'good'
student, one with difficulties of various kinds, one with a language barrier, one who is younger, one who is older,
etc., as the teacher sees fit.
Each group is given a task to
develop and an appropriate amount of time to carry out the required activity. Each group must appoint a spokesperson
to present the work's result
in plenary. Each group presents its work to the class so that everyone can benefit from everyone's
work.
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